Entrepreneurial education and its role in fostering sustainable communities

Establishing sustainable communities requires bridging the gap between academic knowledge and societal requirements; this is where entrepreneurial education comes in. The first phase involved a comprehensive review of the literature and extensive consultation with experts to identify and shortlist the components of entrepreneurship education that support sustainable communities. The second phase involved Total Interpretative Structural Modelling to explore or ascertain how the elements interacted between sustainable communities and entrepreneurial education. The factors are ranked and categorized using the Matrice d'impacts croises multiplication appliquee an un classement (MICMAC) approach. The MICMAC analysis classifies partnerships and incubators as critical drivers, identifying Student Entrepreneurship Clubs and Sustainability Research Centers as dependent elements. The study emphasizes alumni networks and curriculum designs as key motivators. The results highlight the critical role that well-designed entrepreneurial education plays in developing socially conscious entrepreneurs, strengthening communities, and generating long-term job prospects. The study provides a valuable road map for stakeholders dedicated to long-term community development agendas by informing the creation of strategic initiatives, curriculum updates, and policies incorporating entrepreneurial education.


Research methodology
In order to assess the influence of the identified enablers, this study uses a closed-ended questionnaire with pairwise comparisons 26 .Semi-structured interviews provide detailed insights because they are exploratory in character 27 .Data analysis techniques include TISM and MICMAC analyses.The study use snowball sampling to identify participants aware of the importance of entrepreneurship education in sustainable communities.Prioritizing convenience over ethical considerations led to conducting one-hour company interviews over a month.Twenty-seven Indian entrepreneurs from various industries and areas participated in the study.Participants had various experiences and viewpoints because they were involved in different business endeavors.Convenience played a role in participant selection, but ethical considerations came first.The study proactively ensured adherence to the highest ethical standards by implementing necessary measures.It sought informed consent to prioritize participants' autonomy by outlining the study's goals and ensuring voluntary participation.Strict protocols protected confidentiality and privacy; personally identifying information was securely managed, available only to the research team, and never revealed in published data or conclusions.These ethical protections highlight the dedication to participant welfare and scientific integrity throughout the study.The closed-ended survey consists of broad and specific questions that are scored on a five-point Likert scale to determine how different elements affect the development of sustainable communities.A TISM and MICMAC are employed to identify the prominent, influential relations amongst entrepreneurship education's contribution to sustainable communities.

Data analysis method
Figure 1 shows the steps in the research approach sequence.The conventional ISM approach, which creates a contextual relationship-based performance framework, is expanded upon by TISM 28 .The detected components and their associated order structure are displayed in the structural model created using the TISM methodology by their reciprocal influencing relationships 29 .The TISM technique facilitates the modeling of interrelationships between variables in a digraph form.An arrow represents the flow and hierarchical order of the relationships between the elements.The connecting arrow denotes the contextual connections between any two elements, and the levels at which the significant aspects are ultimately organized in the diagram define the influencing factors.TISM builds the model by considering just the most useful transitive relationships and leverages expert input to confirm the trustworthy source of transitivity, if any.In line with the approaches taken by other researchers, this study models entrepreneurship education variables and their function in creating sustainable communities using TISM 30 (Jayalaksmi & Pramod, 2015).TISM modeling commences with the critical task of identifying and defining the components for analysis.
The study determines the critical components of entrepreneurship education contribution to sustainable communities through a survey of the literature and expert discussions.During our literature evaluation, we carefully examined every peer-reviewed article released in the past.This comprehensive research aimed to gather various viewpoints regarding the effects, modes of operation, and results of entrepreneurship education about sustainable community development.We held expert discussions after the literature review to deepen our comprehension of the crucial elements found.We investigated their perspectives on successful teaching strategies, obstacles encountered when including sustainability in entrepreneurship education, and possible long-term effects on communities through semi-structured interviews.Through these discussions, we could confirm our conclusions from the literature review and pinpoint any new themes or neglected regions.By integrating findings from expert talks and the literature review, we developed a comprehensive and evidence-based framework that outlines the essential elements of entrepreneurship education that support sustainable communities.Table 1 displays ten components and pertinent references chosen from a list of twenty-one.After identifying factors, the next step is to ascertain the contextual connections among these elements.Subject matter experts offer perspectives that shed light on these linkages.These connections within the framework suggest that "factor A influences or improves factor B. " Based on experts' judgments, a "pairwise interaction matrix" is created to show the interactions between the elements.
TISM goes above and beyond Interpretive Structural Modelling (ISM) by elucidating these linkages' mechanisms.A high influence is denoted by a 1 in the Initial Reachability Matrix (IRM) (Table 2), whereas a low influence is indicated by a 0. The Final Reachability Matrix (FRM) was created by appending the "transitivity rule" to the IRM (Table 3).Following transitivity testing, the transitive elements-represented by the number "0" in the IRM-are replaced with "1*" in the FRM.Organizing components level by level is the next stage.With other influencing factors, variables comprise the "antecedent set, " each factor's "reachability set" consists of further elements it might affect.For every aspect, the "intersection set" is found.The element-sharing entities with the "intersection set" and the "reachability set" are advanced to the top level in each iteration.The study repeats this process until all element levels are determined.The "interaction matrix design" is shown in Table 4.
A directed graph (digraph) is produced by visually organizing the elements based on their levels and connecting them through the linkages found in the FRM.The digraph includes all "transitive links" and provides insightful explanations.Every relationship in TISM is defined and explained logically.Developing interpretive assertions about the digraph's links is part of this process.The study then utilizes the data to construct the TISM model (Fig. 2) by replacing the factors with the digraph nodes.

Ethical considerations
The Amrita Vishwa Vidyapeetham (AVV) institutional review board approved the study, and we obtained a formal letter of permission from Amrita Vishwa Vidyapeetham, the school of business, with registration number ERB-ASB-2023-020.There is no potential risk that may cause any harm to respondents.The procedures used in this study adhere to the tenets of the Declaration of Helsinki.

Ethical approval and consent to participate
The study received ethical approval from the AVV Ethical Review Committee and written informed consent from each participant.The study ensured that all methods complied with relevant guidelines and regulations.

Interpretation of TISM digraph
Figure 2 visually depicts the TISM analysis of factors influencing entrepreneurial education and its role in promoting sustainable communities, while Table 5 provides an interpretation of the findings.www.nature.com/scientificreports/

MICMAC analysis
Compared to previous multi-attribute techniques, TISM has several advantages, but it still cannot analyze the strength and relationship between the components.MICMAC addresses this TISM problem by categorizing the relationships between the components to make the concept of driving and dependency power more understandable.It also distinguishes between strong and weak elements since their interactions are not consistently balanced and can alter in response to environmental demands 43 .The MICMAC framework identifies four main zones as elements associated with entrepreneurial education: autonomous factors, dependent factors, linkage factors, and driving (independent) factors.The following are each zone's characteristics: 1. Autonomous factors (Zone 1): These are known as autonomous enablers with weak reliance and 2. Driving power 44 .Notably, this study's components do not fall under this autonomous zone.
Table 3. FRM for factors influencing entrepreneurial education.*Represents transitive links.
Dependence factors (Zone 2): We classify these variables as dependence factors because other variables strongly depend on them but have a lower driving force 45 .4. Linkage factors (Zone 3): Linkage factors are those that exhibit both firm reliance and strong driving power and driving or independent factors: These are what are known as driving or independent factors since they have a significant driving force in curriculum design and relevance, and community outreach initiatives are among the motivating elements found in this study.5. Driving factors (Zone 4): These variables are referred to as driving factors since they strongly drive the other variables but have a lower dependence 45 .Table 6 presents the ranking of the elements impacting entrepreneurial education based on the MICMAC analysis.
To illustrate the MICMAC analysis, Fig. 3 presents the corresponding graph.Based on its driving force and dependence, Table 5 ranks the variables impacting entrepreneurial education and its function in developing

Discussion and implications
The complex web of interconnected components that make up entrepreneurial education emphasizes the need for a comprehensive approach to promote long-term community development.This conversation explores the consequences of our research and compares it with existing literature to highlight how vital entrepreneurial education is in promoting sustainable behaviors in various contexts.
Our research points to sustainable education as a crucial component, consistent with the body of literature highlighting the transformational potential of education in fostering sustainable practices and beliefs 46 .In line with UNESCO's emphasis on Education for Sustainable Development, entrepreneurial education incorporating sustainability into the curriculum generates socially and environmentally conscious entrepreneurs and sparks creative solutions to urgent global issues 47 .www.nature.com/scientificreports/Our research demonstrates how entrepreneurial education can foster inclusive and resilient economic growth, and the study highlights workable solutions for achieving the Sustainable Development Goals through entrepreneurship.These solutions include encouraging urban entrepreneurship and supporting incubators and accelerators, which are approaches backed by research on the vital role of entrepreneurship in sustainability.Our study proposes a balanced strategy integrating social equality, economic viability, and environmental stewardship into the entrepreneurial education ecosystem while adopting a pragmatic sustainability perspective.This concept is consistent with the triple bottom line approach-which takes sustainability to include social, environmental, and economic aspects-discussed in the literature 48 .Focusing on a practical approach emphasizes how important it is for entrepreneurial education programs to equip students with the skills they need to traverse and balance various dimensions successfully.

Levels
Our study's findings, which highlight the interdisciplinarity in successful entrepreneurial education programs, emphasize how critical it is to transcend conventional academic boundaries to handle challenging sustainability issues.Literature emphasizing the importance of interdisciplinary approaches in generating innovation and problem-solving abilities required for sustainable development supports this finding 49 .
Our research actively highlights the importance of stakeholder engagement in strengthening the ecosystem of entrepreneurial education for sustainability.It is consistent with research showing that partnerships, local expertise, and a better understanding of community needs are all made possible through stakeholder participation, strengthening educational efforts' resilience and sustainability.
This study, which enriches theories by analyzing the effect of entrepreneurship education on sustainable community development, uses TISM as a methodological framework.The results highlight how entrepreneurial www.nature.com/scientificreports/education can support socially conscious behavior and support comprehensive strategies for long-term community sustainability.By emphasizing sustainability, entrepreneurial education helps underprivileged populations become more powerful, which lowers inequality and promotes inclusive economic growth.This socially responsible strategy fosters the development of a new generation of company leaders, encouraging moral behavior and long-term job creation.It improves civic engagement, community resilience, and environmental stewardship.Promoting sustainable habits in society and stimulating innovation are two benefits of entrepreneurial education that may extend to public health.In conclusion, including sustainability in education has long-term advantages that range from enhanced quality of life to social cohesion and economic development.
With its practical implications, this study substantially improves community sustainability via entrepreneurial education.Specific implications and additions to the sustainability of communities are: • Program designers and instructors should take a comprehensive approach to creating and executing entre- preneurial education initiatives.Understanding how these elements are related to one another is essential for a thorough and successful educational plan.• Educational institutions and support networks must prioritize adaptability and ongoing observation.Ensuring the robustness of dependent factors through responsiveness to environmental changes sustains the efficacy of entrepreneurial education programs.• These linkage elements (i.e., initiatives promoting urban entrepreneurship, alliances with nearby companies, incubators, and accelerators) should be actively supported and funded by policymakers and local government units.Acknowledging their critical role in establishing strong connections inside the system creates an atmosphere favorable for long-term entrepreneurial endeavors.• Educators and policymakers should prioritize the driving factors when creating and executing programs for entrepreneurial education.• Highlighting these elements strengthens the overall effectiveness and success of community-focused entre- preneurship projects General contributions to the sustainability of the community are: • Policymakers, educators, and support groups can use the study's findings to build entrepreneurial education programs tailored to sustainable community development.• The recommendations include redesigning courses, judiciously assigning resources, and offering educators specialized training.These actions enhance the effectiveness and long-term success of entrepreneurship education programs.• Local government agencies and development organizations should collaborate by aligning their initiatives with educational objectives.For businesses and entrepreneurs, ongoing evaluations offer insightful information that promotes long-term success.• Including sustainability as a critical education component empowers marginalized groups, lowers inequality, encourages inclusive economic growth, and develops socially conscious behavior.• The socially responsible approach fosters a new generation of socially conscious leaders enabled through entrepreneurial education.It also increases civic involvement, community resilience, and environmental stewardship.

Conclusion
Investigating the complex interactions between entrepreneurship education and its influence on developing sustainable communities is crucial, as demonstrated using TISM and MICMAC analysis.The understanding of entrepreneurship education as a complex ecosystem with interdependent parts that work together to achieve sustainability is the fundamental tenet of our research.The meticulous mapping of these elements has shed light on the ecosystem's dynamism and complexity, exposing a web of interrelationships that support the idea that entrepreneurship education can support the establishment of sustainable communities.Through TISM and MICMAC analysis, this study explores the function of entrepreneurship education in promoting sustainable communities.Using this method, we could map the roles and relationships of 10 critical components of the entrepreneurship education ecosystem.It improved the comprehension of how these components work together to affect sustainability.According to our analysis, every element in the entrepreneurship education ecosystem actively works to create sustainable communities; not a single element operates independently.It demonstrates the intricate nature of the ecosystem, in which each element-including dependent elements like student entrepreneurial groups and sustainability research centers-plays a vital role.These dependent components highlight the interconnectedness of the ecosystem and the need for supportive interactions to meet sustainability goals.Their distinction lies in their low driving strength and high dependence on influence from more dominant forces.Our findings reveal a startling fact: the entrepreneurial education ecosystem is incredibly intertwined.Each component is essential to the general health and effectiveness of the ecosystem, meaning that this interconnection is not just structural but also functional.Identifying interdependent components, such as sustainability research centers and student entrepreneurial clubs, highlights the delicate balance of the ecosystem, where the vitality of its constituent parts influences the resilience and flexibility of the whole.
The study emphasizes the significance of driving forces and linking factors as crucial components that create connections and advance the ecosystem.Establishing connections with nearby businesses, initiatives promoting urban entrepreneurship, and the thoughtful planning of the curriculum are essential for connecting the many components of the ecosystem and focusing their combined efforts on achieving lasting results.The results above www.nature.com/scientificreports/highlight the need for a systematic and comprehensive strategy to improve the ecosystem of entrepreneurship education, stressing the vital functions of stakeholder collaboration, curricular relevance, and community involvement.Linkage variables show a substantial dependence on other factors and significantly influence them.Examples of these are relationships with local firms and urban entrepreneurship efforts.These constituents are crucial in connecting disparate elements of the entrepreneurship education framework, guaranteeing a unified and cooperative endeavor to cultivate sustainable communities.
Through integrating TISM to examine variables affecting sustainable community development, this study promotes ideas related to entrepreneurship education.Theoretical ramifications include developing comprehensive frameworks for sustainability and improving social entrepreneurship ideas.Practical applications guide governments, entrepreneurship organizations, educational institutions, and community leaders.Opportunities for inclusive employment, socially responsible company practices, and community empowerment are among the societal effects.However, the dynamic nature of entrepreneurial ecosystems and findings particular to a given setting are limits.The paper provides complementary strategies for future research and advises caution when extrapolating results.The study offers a comprehensive grasp of the variables in entrepreneurial education.However, it also calls for more investigation into contextual variations, longitudinal impacts, the effectiveness of interventions, and regional/cultural influences.Overall, it emphasizes how entrepreneurship education can be revolutionary when it aligns with environmental goals and helps create sustainable communities and resilient economies.
Although our study offers insightful information about the connection between sustainable community development and entrepreneurship education, it is important to recognize several limitations that could impact how our findings are interpreted and applied more broadly.Due to the specific environment of this study, its conclusions might only apply to some situations or demographics.Cultural variations, economic conditions, and educational systems contribute to distinct effects on the dynamics of entrepreneurship education and its impact on community sustainability across different contexts.New ideas, regulations, and methods are constantly emerging in sustainable community development and entrepreneurial education.Although our analysis offers a quick overview of the situation, it might not account for long-term patterns or upcoming advancements in the sector.Given these limitations, it is essential to interpret the results with caution and to remember that further research is needed to examine these correlations in greater detail using a variety of approaches, contexts, and sample sizes.Our intention in disclosing these limitations is to foster openness and stimulate thoughtful consideration of the extent and consequences of our research.

Figure 1 .
Figure 1.Flow of TISM approach for entrepreneurship education and its role in fostering sustainable communities.

Table 2 .
IRM for factors influencing entrepreneurial education.*Represents transitive links.# Represents significant transitive links.
31edback loop, alumni's critical analysis improves the relevancy of the curriculum and allows for continued changes.Alumni's practical experiences guide course design31F2In order to support the advancement of the upcoming generation of sustainability experts, alumni mentor researchers pursuing Vol.:(0123456789) Scientific Reports | (2024) 14:7588 | https://doi.org/10.1038/s41598-024-57470-8www.nature.com/scientificreports/F4 Curriculum design courses incorporating service learning facilitate community engagement programs 37 Helps students acquire competencies related to community outreach Curriculum inclusion for inclusive community outreach that includes diversity and cultural competency F5 Emphasizing entrepreneurial qualities in curricula helps students prepare to start businesses and create jobs Including sustainable business strategies in the socially conscious entrepreneurship program F6 The objectives of Urban Entrepreneurship Initiatives are aligned with curriculum design that focuses on urban challenges Urban entrepreneurship is supported when community involvement is given priority in the curriculum F9 CSR and community involvement are included in the curriculum to produce socially responsible workers 38 Projects carried out in conjunction with nearby companies improve community effect A curriculum designed to accommodate the demands of local businesses benefits local businesses and students F4 F1 Curriculum is influenced by outreach program insights, which include social responsibility and ethical issues F5 Workshops on entrepreneurial skills offered as part of community outreach initiatives help to create jobs Programs like business incubators and accelerators help new businesses and the creation of jobs Providing microenterprise support services and microfinance initiatives help create jobs locally Continued Vol:.(1234567890)Scientific Reports | (2024) 14:7588 | https://doi.org/10.1038/s41598-024-57470-8www.nature.com/scientificreports/

Influence factor Influencing factor Key impact mechanism
41rough hands-on learning, networking events, mentorship, and workshops, entrepreneurs hone their talents F6 By bolstering the ecosystem, offering physical spaces, coaching, and support for urban goals, incubators, and accelerators impact urban entrepreneurship40They act as avenues for applying creative thinking and entrepreneurial skills to specific urban problems, providing direct lines of communication for urban entrepreneurship efforts F8 Incubators and accelerators help student entrepreneurial groups by providing experience, guidance, and practical knowledge41These partnerships foster a vibrant learning environment that welcomes practical initiatives that give students

Table 5 .
Synthesis of the interpretation of the TISM graph.

Table 6 .
MICMAC ranks for factors influencing entrepreneurial education.